34Education21998-07-011998-07-01falseRESEARCH IN EDUCATION OF INDIVIDUALS WITH DISABILITIES PROGRAM324PART 324Pt. 324PART 324—RESEARCH IN EDUCATION OF INDIVIDUALS WITH DISABILITIES PROGRAMSubpart A—GeneralSec.324.1What is the Research in Education of Individuals with Disabilities programs?324.2Who is eligible to apply for an award under this program?324.3What regulations apply to this program?324.4What definitions apply to this program?324.5—324.9[Reserved]Subpart B—What Priorities Does the Secretary Consider for Support Under This Program?324.10What kinds of priorities are authorized under this part?324.11What kinds of research and model projects are supported under this part?324.12—324.19[Reserved]Subpart C[Reserved]Subpart D—How Does the Secretary Make an Award?324.30How does the Secretary select and announce funding priorities under this program?324.31What are the selection criteria for evaluating applications for research projects?324.32What are the selection criteria for evaluating applications for model projects?324.33What are the selection criteria for evaluating research-related activities other than research and model projects?324.34—324.39[Reserved]Subpart E—What Conditions Must Be Met by a Recipient?324.40What conditions must be met by a recipient?324.41What other conditions must be met by grantees under this program?324.42—324.49[Reserved]Authority:

Subpart A—General§ 324.1What is the Research in Education of Individuals with Disabilities programs?

The Research in Education of Individuals with Disabilities program provides support to—

(a) Advance and improve the knowledge base and improve the practice of professionals, parents, and others providing early intervention, special education, and related services, including professionals who work with children with disabilities in regular education environments, to provide such children effective instruction and enable them to successfully learn; and

(b) Research and related activities, surveys, or demonstrations relating to physical education or recreation, including therapeutic recreation, for children with disabilities.

(a) The Secretary may make grants to, or enter into contracts and cooperative agreements with, State and local educational agencies, institutions of higher education, and other public agencies and nonprofit private organizations for the research and related activities authorized under section 641(a) of the Individuals with Disabilities Education Act.

(b) The Secretary may award grants to States, State or local educational agencies, institutions of higher education, and other public or nonprofit private educational or research agencies and organizations, and may make contracts with States, State and local educational agencies, institutions of higher education, and other public or private educational or research agencies and organizations for research and related purposes authorized under section 642 of the Individuals with Disabilities Education Act, relating to physical education or recreation for children with disabilities, and to conduct research, surveys, or demonstrations relating to physical education or recreation for children with disabilities.

(a) Definitions in EDGAR. The following terms used in this part are defined in 34 CFR 77.1:

Applicant

Application

Award

EDGAR

Fiscal year

Grant

Grantee

Local educational agency

Nonprofit

Private

Project

Project period

Secretary

State educational agency

(Authority: 20 U.S.C. 1441-1444)

(b) Definitions in 34 CFR part 300. The following terms used in this part are defined in 34 CFR 300.5, 300.13, and 300.14:

Children with disabilities

Related services

Special education

(Authority: 20 U.S.C. 1401(a)(1), (16), (17))

(c) Other definitions. In addition to the definitions referred to in paragraphs (a) and (b) of this section, the following definition applies to this part: Youth with disabilities means any child with disabilities who—

(1) Is twelve years of age or older; or

(2) Is enrolled in the seventh or higher grade in school.

(Authority: 20 U.S.C. 1401(b)) [50 FR 34639, Aug. 26, 1985, as amended at 56 FR 54697, Oct. 22, 1991]§§ 324.5—324.9[Reserved]Subpart B—What Priorities Does the Secretary Consider for Support Under This Program?§ 324.10What kinds of priorities are authorized under this part?

(a) The priorities under § 324.1(a) must support innovation, development, exchange, and use of advancements in knowledge and practice designed to contribute to the improvement of instruction and learning of infants, toddlers, children, and youth with disabilities.

(b) Under this part, the Secretary may support a wide range of research and related activities designed to—

(1) Advance knowledge regarding the provision of instruction and other interventions to infants, toddlers, children, and youth with disabilities including the—

(i) Organization, synthesis, and interpretation of current knowledge and the identification of knowledge gaps;

(ii) Identification of knowledge and skill competencies needed by personnel providing special education, related services, and early intervention services;

(iii) Improvement of knowledge regarding the developmental and learning characteristics of infants, toddlers, children, and youth with disabilities in order to improve the design and effectiveness of interventions and instruction;

(iv) Evaluation of approaches and interventions;

(v) Development of instructional strategies, techniques, and activities;

(vi) Improvement of curricula and instructional tools such as textbooks, media, materials, and technology;

(vii) Development of assessment techniques, instruments (including tests, inventories, and scales), and strategies for measurement of progress and the identification, location, and evaluation of infants, toddlers, children, and youth with disabilities for the purpose of determining eligibility, program planning, and placement for special education, related services, and early intervention services;

(viii) Testing of research findings in practice settings to determine the application, usability, effectiveness, and generalizability of such research findings;

(x) Identification of environmental organizational, resource, and other conditions necessary for effective professional practice; and

(2) Advance the use of knowledge by personnel providing special education, related services, and early intervention services including the—

(i) Improvement of knowledge regarding how such individuals learn new knowledge and skills, and strategies for effectively facilitating such learning in preservice, inservice, and continuing education;

(ii) Organization, integration, and presentation of knowledge so that such knowledge can be incorporated and imparted in personnel preparation, continuing education programs, and other relevant training and communication vehicles; and

(iii) Expansion and improvement of networks that exchange knowledge and practice information;

(3) Disseminate information on research and related activities conducted under this part to regional resource centers, interested individuals, and organizations;

(4) Conduct research and related activities, surveys, or demonstrations relating to physical education or recreation, including therapeutic recreation, for children with disabilities.

(Authority: 20 U.S.C. 1441(a); 20 U.S.C. 1442)

(c) The Secretary also may support student-initiated or field-initiated projects consistent with the purpose of the program, as described in § 324.1.

[56 FR 54697, Oct. 22, 1991, as amended at 57 FR 28966, June 29, 1992]§ 324.11What kinds of research and model projects are supported under this part?

(a) Research projects supported under this part must be designed to generate knowledge about the early intervention or education of infants, toddlers, children, and youth with disabilities and to translate that knowledge into practical techniques and materials.

(b) Model projects supported under this part must develop and implement innovative early intervention or educational programs that serve infants, toddlers, children, and youth with disabilities either directly or indirectly. These projects must be designed to—

(1) Improve significantly an aspect of the early intervention or education of infants, toddlers, children, and youth with disabilities;

(2) Provide information about the comparative effectiveness of the model being demonstrated;

(3) Continue beyond the award period; and

(4) Provide for dissemination and replication of a successful program.

(a) For any fiscal year, the Secretary may give priority to one or more of the types of activities under § 324.10.

(b) Under section 641(c) of the Individuals with Disabilities Education Act, the Secretary publishes proposed research priorities for public comment in the Federal Register not later than twelve months preceding the fiscal year for which they are being announced. The Secretary publishes final priorities for this program not later than 90 days after the close of the comment period.

(c) The Secretary establishes separate competitions for research and model projects for any activity for which the Secretary provides assistance under this part.

The Secretary uses the criteria in this section to evaluate applications for research projects. The maximum score for all of the criteria is 100 points.

(a) Plan of operation. (10 points) (1) The Secretary reviews each application to determine the quality of the plan of operation for the project.

(2) The Secretary looks for—

(i) High quality in the design of the project;

(ii) An effective plan of management that insures proper and efficient administration of the project;

(iii) A clear description of how the objectives of the project relate to the purpose of the program;

(iv) The way the applicant plans to use its resources and personnel to achieve each objective; and

(v) A clear description of how the applicant will provide equal access and treatment for eligible project participants who are members of groups that have been traditionally underrepresented, such as—

(A) Members of racial or ethnic minority groups;

(B) Women;

(C) Individuals with disabilities; and

(D) The elderly.

(b) Quality of key personnel. (10 points) (1) The Secretary reviews each application to determine the qualifications of the key personnel that applicant plans to use on the project.

(2) The Secretary considers—

(i) The qualifications of the project director (if one is to be used);

(ii) The qualifications of each of the other key personnel to be used in the project;

(iii) The time that each person referred to in paragraphs (b)(2) (i) and (ii) of this section will commit to the project; and

(iv) The extent to which the applicant, as part of its nondiscriminatory employment practices, encourages applications for employment from persons who are members of groups that have been traditionally underrepresented, such as—

(A) Members of racial or ethnic minority groups;

(B) Women;

(C) Individuals with disabilities; and

(D) The elderly.

(3) To determine personnel qualifications, the Secretary considers experience and training, in fields related to the objectives of the project, as well as other evidence that the applicant provides.

(c) Budget and cost effectiveness. (5 points) (1) The Secretary reviews each application to determine if the project has an adequate budget and is cost effective.

(2) The Secretary considers the extent to which—

(i) The budget for the project is adequate to support the project activities; and

(ii) Costs are reasonable in relation to the objectives of the project.

(d) Evaluation plan. (5 points) (1) The Secretary reviews each application to determine the quality of the evaluation plan for the project.

Cross reference:

34 CFR 75.590, Evaluation by the grantee.

(2) The Secretary considers the extent to which the methods of evaluation that are appropriate for the project and, to the extent possible, are objective and produce data that are quantifiable.

(e) Adequacy of resources. (5 points) (1) The Secretary reviews each application to determine if the applicant plans to devote adequate resources to the project.

(2) The Secretary considers the extent to which—

(i) The facilities that the applicant plans to use are adequate; and

(ii) The equipment and supplies that the applicant plans to use are adequate.

(f) Importance. (10 points) The Secretary reviews each application to determine the importance of the project in leading to the understanding of, remediation of, or compensation for, the problem or issue that relates to the early intervention with or special education of infants, toddlers, children, and youth with disabilities.

(g) Impact. (5 points) The Secretary reviews each application to determine the probable impact of the proposed research and development products and the extent to which those products can be expected to have a direct influence on infants, toddlers, children, and youth with disabilities or personnel responsible for their education or early intervention services.

(h) Organizational capability. (10 points) The Secretary considers—

(1) The applicant's experience in special education or early intervention services; and

(2) The ability of the applicant to disseminate the findings of the project to appropriate groups to ensure that they can be used effectively.

(i) Technical soundness. (40 points) The Secretary reviews each application to determine the technical soundness of the research or evaluation plan, including—

The Secretary uses the criteria in this section to evaluate applications for model project awards. The maximum score for all of the criteria is 100 points.

(a) Plan of operation. (10 points) (1) The Secretary reviews each application to determine the quality of the plan of operation for the project.

(2) The Secretary looks for—

(i) High quality in the design of the project;

(ii) An effective plan of management that insures proper and efficient administration of the project;

(iii) A clear description of how the objectives of the project relate to the purpose of the program;

(iv) The way the applicant plans to use its resources and personnel to achieve each objective; and

(v) A clear description of how the applicant will provide equal access and treatment for eligible project participants who are members of groups that have been traditionally underrepresented, such as—

(A) Members of racial or ethnic minority groups;

(B) Women;

(C) Individuals with disabilities; and

(D) The elderly.

(b) Quality of key personnel. (10 points) (1) The Secretary reviews each application to determine the qualifications of the key personnel the applicant plans to use on the project;

(2) The Secretary considers—

(i) The qualifications of the project director (if one is to be used);

(ii) The qualifications of each of the other key personnel to be used in the project;

(iii) The time that each person referred to in paragraphs (b)(2) (i) and (ii) of this section will commit to the project; and

(iv) The extent to which the applicant, as part of its nondiscriminatory employment practices, encourages applications for employment from persons who are members of groups that have been traditionally underrepresented, such as—

(A) Members of racial or ethnic minority groups;

(B) Women;

(C) Individuals with disabilities; and

(D) The elderly.

(3) To determine personnel qualification, the Secretary considers experience and training, in fields related to the objectives of the project, as well as other evidence that the applicant provides.

(c) Budget and cost effectiveness. (5 points) (1) The Secretary reviews such application to determine if the project has an adequate budget and is cost effective.

(2) The Secretary considers the extent to which—

(i) The budget for the project is adequate to support the project activities; and

(ii) Costs are reasonable in relation to the objectives of the project.

(d) Evaluation plan. (10 points) (1) The Secretary reviews each application to determine the quality of the evaluation plan for the project.

Cross-reference:

34 CFR 75.590, Evaluation by the grantee.

(2) The Secretary considers the extent to which the methods of evaluation that are appropriate for the project and, to the extent possible, are objective and produce data that are quantifiable.

(e) Adequacy of resources. (5 points) (1) The Secretary reviews each application to determine if the applicant plans to devote adequate resources to the project.

(2) The Secretary considers the extent to which—

(i) The facilities that the applicant plans to use are adequate; and

(ii) The equipment and supplies that the applicant plans to use are adequate.

(1) The service delivery problem addressed by the proposed project is of concern to others in the Nation, and;

(2) The importance of the project in addressing the problem or issue.

(g) Innovativeness. (15 points) (1) The Secretary reviews each application to determine the innovativeness of the proposed project.

(2) The Secretary looks for a conceptual framework that—

(i) Is founded on previous theory and research; and

(ii) Provides a basis for the unique strategies and approaches to be incorporated into the model.

(h) Organizational capability. (10 points) The Secretary considers—

(1) The applicant's experience in special education or early intervention services; and

(2) The applicant's ability to disseminate findings of the project to appropriate groups to ensure that they can be used effectively.

(i) Technical soundness. (25 points) (1) The Secretary reviews each application to determine the technical soundness of the plan for the development, implementation, and evaluation of the model with respect to such matters as—

The Secretary uses the criteria in 34 CFR 75.210 (Selection criteria for a discretionary grant program that does not have regulations) (to evaluate applications for new awards for research-related activities other than research and model projects.

(Authority: 20 U.S.C. 1441-1442). §§ 324.34—324.39[Reserved]Subpart E—What Conditions Must Be Met by a Recipient?§ 324.40What conditions must be met by a recipient?

Not more than 90 days after the completion of a project assisted under this part, each recipient must submit a report to the Secretary that includes—

(a) An abstract of the project;

(b) For a research project, a description of the research problem and the methodological approach used in the research study; or

(c) For a model project—

(1) A description of the model which permits replication, in part or in whole, by appropriate parties to which it is disseminated; and

(2) A description of the evaluation procedures and findings related to the effectiveness of the model;

(d) A summary of the project findings; and

(e) A statement of the conclusions.

(Approved by the Office of Management and Budget under control number 1820-0002)(Authority: 20 U.S.C. 1441(d))§ 324.41What other conditions must be met by grantees under this program?

Grantees shall, if appropriate, prepare reports describing their procedures, findings, and other relevant information in a form that will maximize the dissemination and use of such procedures, findings, and information. The Secretary shall require their delivery, as appropriate, to the Regional and Federal Resource Centers, the Clearinghouses, and the Technical Assistance to Parents Program (TAPP) assisted under parts C and D of the Act, as well as the National Diffusion Network, the ERIC Clearinghouse on the Handicapped and Gifted, and the Child and Adolescent Service Systems Program (CASSP) under the National Institute of Mental Health, appropriate parent and professional organizations, organizations representing individuals with disabilities, and such other networks as the Secretary may determine to be appropriate.

(Authority: 20 U.S.C. 1409(g))(Approved by the Office of Management and Budget under control number 1820-0028)[56 FR 54698, Oct. 22, 1991, as amended at 57 FR 14315, Apr. 17, 1992]§§ 324.42—324.49[Reserved]